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‘Teaching quality’, ‘teaching effectiveness’ and ‘teaching efficiency’ have been used interchangeably in much of the research literature.
Effectiveness is the degree to which objectives are achieved. In contrast to efficiency., effectiveness is determined without reference to costs. Effectiveness is a measure of achieving the required results, whereas “efficiency” is a measure of results against resources such as time, money, materials … etc.
While all policymakers and researchers agree that the quality of teaching and learning provision is by far the most salient influences on students’ learning, there is a little agreement on how the effective teaching can be achieved. There are hundreds of teachers competency models, standards, and skill building programmes but none has been achieved a breakthrough in teaching effectiveness.